Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Educator desk · A-first · Who provides which service?Year 4 HASS · T1 W3–4 · Staff · Staff / A first

Hold until first response capture; public sources are not presumed unseen. Record actual support and known exposure. Component notes are not QCAA grades.

Whole source and exact prompts

Original invented A1 provider cards, dated 6 May 2027. Lantern Borough Council notice: “We provide Lantern Model Park and its games desk.” Cedar Association notice: “We provide Cedar Toy Room.” An unnamed notice describes a path but does not name its provider. These are fictional service notices, not real Council statements, ownership records or learner visits. No opening times, repair status or funding sources supplied.

1. Which source names the provider of Lantern Model Park? What provider does it name?
2. What does the Cedar notice tell you, and what does it not establish about the unnamed path?
3. How does one supplied service notice connect with the general council role taught in F3?
4. Suggest a useful next question or private response for the unnamed path. What might it help with?

Component criteria and matched next teaching

Component A-first-1: Which source names the provider of Lantern Model Park? What provider does it name?

Original criterion/acceptable meaning: Identifies fictional council notice and Lantern Borough Council as stated provider; not real RRC or government proof.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

Matching next entrance A-first-1: Locate the exact named-provider sentence, distinguishing source publisher and stated provider. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

Unrelated next teaching A-first-1 — after first capture.

New supplied account. An invented newsletter is headed Poppy Print Club. A credit states: Published by Poppy Print Club. Its notice says: River Workshop provides the model craft room. The newsletter does not name the room owner.

Teacher move. Read the whole notice together. Make separate PUBLISHED BY and PROVIDES cards; let the learner place the stated names. Reading support must leave the choice with the learner.

Learner invitation. Which words tell you who provides the room? What other role is named?

Staff worked possibility. River Workshop is the stated provider; Poppy Print Club publishes the newsletter. Neither phrase establishes the owner.

Next help if useful. If names are merged, reread the two role phrases and try another invented notice. Keep publisher, provider and unknown owner separate.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

Component A-first-2: What does the Cedar notice tell you, and what does it not establish about the unnamed path?

Original criterion/acceptable meaning: Association provides toy room; cannot assign association/council to unnamed path from these notices.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

Matching next entrance A-first-2: Compare the actual provider names with the absent path provider; leave missing role unknown. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

Unrelated next teaching A-first-2 — after first capture.

New supplied account. An invented Blue Kite Group note says it provides a model music room. A separate notice says a little model courtyard has a gate, but names no provider. The notices do not say the places share management.

Teacher move. Place the two notices side by side. Invite a supplied/unknown sort for each place, using exact words rather than the proximity of the cards.

Learner invitation. What can you tell someone about each provider?

Staff worked possibility. Blue Kite Group provides the model music room according to its note. The courtyard provider remains unknown. Nearby notices do not connect the providers.

Next help if useful. If the learner transfers the group name to the courtyard, supply a new unrelated two-notice pair with one provider missing and ask what would need checking.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

Component A-first-3: How does one supplied service notice connect with the general council role taught in F3?

Original criterion/acceptable meaning: Lantern fictional park/games service is consistent with general recreational role; fictional notice is not actual local evidence.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

Matching next entrance A-first-3: Return to F3 general role after capture, then ask which fictional notice describes that kind of service. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

Unrelated next teaching A-first-3 — after first capture.

New supplied account. A fictional Bracken Council notice says it provides a model community games workshop. A fictional Junebug Studio notice says it provides a model painting room. These notices describe invented providers and services; they do not identify any actual council facility.

Teacher move. After capture, read the already credited F3 general council-role card with its source and scope. Compare a service type with the invented named example. Do not treat F3 as a list of every actual local provider.

Learner invitation. Which invented notice could illustrate the general recreational role? How is that different from checking a real provider?

Staff worked possibility. The games-workshop notice can illustrate the general recreational role. Its fictional name is not evidence that a real local council runs that workshop; an actual current primary source would be needed.

Next help if useful. If a real provider is inferred, place GENERAL ROLE, FICTIONAL EXAMPLE and ACTUAL VERIFIED PLACE cards in separate spaces. No web search or visit is required.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

Component A-first-4: Suggest a useful next question or private response for the unnamed path. What might it help with?

Original criterion/acceptable meaning: Own question/response seeks manager/provider/conditions with linked possible effect; no invented answer or public action.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

Matching next entrance A-first-4: Ask which missing detail could inform a decision; retain it as question, not pretend reply. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

Unrelated next teaching A-first-4 — after first capture.

New supplied account. A fictional model garden notice identifies a sitting corner and says its opening arrangements have not been supplied. The notice names neither the provider nor the person responsible for enquiries.

Teacher move. Ask which missing detail matters to the learner's chosen question. A private written, signed or dictated question is enough; do not send it or invent an answer.

Learner invitation. Choose one useful question and explain what its answer might help someone decide.

Staff worked possibility. Who can confirm the opening arrangements? might help find a suitable source before planning access. Who provides the corner? is another useful lead. Neither question establishes access.

Next help if useful. If the reply is invented, keep an empty REPLY UNKNOWN card and practise distinguishing a question from its actual answer with a different made-up enquiry.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

Conditions note: edition/date/source exposure; usual communication/source reading/neutral scribing; actual learner decisions versus adult marks; feedback after capture; chosen next move. Use roles only, no diagnoses/names. Record practical event only if it happened. Later interpretation belongs to its exact new source, not presumed memory or calibrated progress.

Choose a next door

• After-capture next-teaching menu
• This source
• Own response